Language Anchor Standard 1 Level C/D

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Leveled Standard C
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
  2. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  3. Form and use the progressive (e.g., I was walking; I will be walking) verb tenses.
  4. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
  5. Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
  6. Use verb tense to convey various times, sequences, states, and conditions.
  7. Recognize and correct inappropriate shifts in verb tense.
  8. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
  9. Form and use prepositional phrases.
  10. Use correlative conjunctions (e.g., either/or, neither/nor).
  11. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
  12. Correctly use frequently confused words (e.g., to, too, two; there, their). (L.4.1 and 5.1 merge)

Leveled Standard D
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Ensure that pronouns are in the proper case subjective, objective, possessive).
  2. Use intensive pronouns.
  3. Recognize and correct inappropriate shifts in pronoun number and person.
  4. Recognize and correct vague or unclear pronouns.
  5. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
  6. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
  7. Form and use verbs in the active and passive voice.
  8. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  9. Recognize and correct inappropriate shifts in verb voice and mood.
  10. Explain the function of phrases and clauses in general and their function in specific sentences.
  11. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
  12. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (L.6.1 through 8.1 merge)

GED® Assessment Targets (RLA)
L.1.1 Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they’re; knew, new; it’s its).
L.1.2 Edit to correct errors in straightforward subject-verb agreement.
L.1.3 Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun references, and pronoun case.
L.1.4 Edit to eliminate non-standard or informal usage (e.g., correctly use try to win the game instead of try and win the game).
L.1.5 Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements).
L.1.6 Edit to ensure parallelism and proper subordination and coordination.
L.1.7 Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations (e.g., with compound subjects, interceding phrases, or collective nouns).
L.1.8 Edit to eliminate wordiness or awkward sentence construction.
L.1.9 Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.
L.2.2 Edit to eliminate run-on sentences, fused sentences, or sentence fragments.
R.4.2/L.4.2 Analyze how meaning or tone is affected when one word is replaced with another.
R.4.3/L.4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author’s intent to convey information or construct an argument.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

ELA Activities for Level C / D
Too Broke to Learn
Students will read a three-part blog series to gain a new perspective on student poverty and the stereotypes surrounding people who experience poverty through no choice of their own. Read More Too Broke to Learn
Using Multimedia Strategically
Students discuss good and bad presentations and read tips for avoiding multimedia mistakes. Then, they revise one of their own presentations by adding or changing a multimedia element. Read More Using Multimedia Strategically
Workplace Safety Presentations
Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned. Read More Workplace Safety Presentations
The Soup Nazi and Customer Service
In Part 1, students listen to a radio interview with a dyslexic journalist and answer questions about the details. In Part 2, students listen and read along to a radio piece about successful dyslexics. Students answer questions found in the reading. In Part 3, students analyze a graph showing the divergence of IQ and reading ability in dyslexics Read More The Soup Nazi and Customer Service
America’s Skilled Workers: Vocabulary
Students read opens in a new window “Filling America’s Need for Skilled Workers” Newsela article at an appropriate Lexile level and underline unknown words or new vocabulary, transitional words, and specific vocabulary words related to jobs and economics. Students then use opens in a new window Quizlet to create online vocabulary cards. Finally, students create individual resumés for Virginia job/job markets that they are interested in. Read More America’s Skilled Workers: Vocabulary
More Activities